Project-Driven Design of University Physics Laboratory Courses

Abstract

With the increasing demands of higher education on students’ practical and innovative abilities, traditional university physics laboratory courses face numerous challenges. Project-driven teaching, as an emerging pedagogical approach, can effectively stimulate students’ interest in learning and enhance their overall qualities. This study aims to explore the application of project-driven teaching methods in university physics laboratory courses. Through theoretical analysis and practical design, feasible course design and implementation strategies are proposed. The results show that project-driven teaching can significantly improve students’ practical skills, innovative thinking, and team collaboration spirit, offering valuable insights for the reform of university physics laboratory courses.